Sweden’s move towards traditional teaching methods using pencils, papers, and books

While the world seems to be fond of digital-based learning systems and adoption of them is seen as a remarkable sign of progress in the educational system, the “virtues” of digital learning are proving detrimental to children in Sweden and they are rolling back to traditional teaching-learning methods using papers, pencils, and books.

The schooling system in Sweden has always garnered much praise due to its focus on child-led education, personalized approach to learning, and a strong curriculum that emphasizes creativity and collaboration. However, over the past decade, Sweden’s performance in most international student assessments such as the Programme for International Student Assessment (PISA) and the Progress in International Reading Literacy Study (PIRLS has been dropping at a steadfast pace. While this decline was mostly attributed to increasing immigration rates as well as flaws in the tests themselves, however, education experts now say that the overuse of electronic devices during school lessons may be the reason behind lower learning levels¹.

Recently, however, School Minister Lotta Edholm moved students away from digital devices and on to books and handwriting, with teachers and experts debating the pros and cons” as was reported in Switching Off in The Guardian ²

While the world is digitizing, Sweden is shifting toward traditional teaching methods for their young children at school. Teachers are prioritizing printed books, quiet reading, and handwriting practice over tablets, online research, and keyboarding skills. This change is in response to concerns raised by politicians and experts about the impact of Sweden’s highly digitalized education system, including the use of tablets in nursery schools, on basic skills.

Generally, too it is agreed upon that young children, particularly in early childhood, benefit significantly from hands-on, sensory experiences that contribute to their physical, cognitive, and social development. Interactive play and exploration of the physical world are crucial during this stage. Traditional educational materials offer a tangible and sensory experience that engages multiple senses, contributing to a more holistic learning environment. Turning physical pages, holding a pencil, and writing on paper provide valuable tactile experiences that can enhance fine motor skills and hand-eye coordination. Printed books also foster a sense of familiarity and comfort, supporting a positive association with reading and learning. Moreover, the act of physically writing on paper has been linked to better retention and understanding of information compared to digital notetaking. Embracing these traditional tools ensures that children develop foundational skills in a manner that aligns with their developmental needs, creating a strong basis for future academic pursuits.

Concerns from Swedish politicians and educators alike led to a reversal to traditional teaching methods in schools, including a renewed focus on reading printed books, quiet reading time, and handwriting practice, reflecting a shift away from heavy dependence on electronic technology in education. Teachers are reducing the use of digital devices, online research, and typing skills, emphasizing a return to foundational skills.

The Swedish government now plans on reversing the requirement for digital devices in preschools, aiming to halt digital learning for children under six. This move raises questions about the impact of excessive technology use on students’ academic performance, not only in Sweden but on a global level. The decision also aligns with broader discussions on striking a balance between technology integration and preserving traditional educational approaches.

Sweden’s move away from its tech-centric approach to education and towards more conventional teaching techniques is a notable divergence. Although the decision has sparked differing perspectives, it highlights the continuous discussion about the place of technology in contemporary classrooms and the significance of striking a balance between digital resources and conventional teaching methods.

Should we move away from tablets to books in Nepal as well?